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Se non è chiaro prendete l'abaco: wege zu einem bilingualen curriculum im schnittpunkt von multimodalität und tandem-lehren

Se non è chiaro prendete l'abaco: wege zu einem bilingualen curriculum im schnittpunkt von multimodalität und tandem-lehren
Se non è chiaro prendete l'abaco: wege zu einem bilingualen curriculum im schnittpunkt von multimodalität und tandem-lehren
This chapter looks at bilingual math teaching in a German-Italian immersion programme in a primary school in Frankfurt/Main. The focus is on an original tool – the abacus – which is widely used in Italian schools, but is rather uncommon in parts of Germany. This text is embedded in a view of learning as socio-cultural and multimodal practice and it examines the abacus as a symbol of successful bilingual curriculum building that also helps to represent complex numbers. Highlighting this example, the text describes the process of integrating multilingual and pluricultural resources from different national curricular traditions. It also discusses the kinds of dialogic exchange and negotiation that unfold within the collaborative work of a team of bilingual teachers who are bound to the common endeavour of building a bilingual curriculum. On the one hand, the chapter looks at the practice of teachers and their role in bringing about curricular change and reforming teaching practice. On the other hand, the text discusses the effects that using the abacus has stimulated for children’s individual learning.
multilingualism, migration, bilingual education, bilingual curriulum, multimodality
3631568762
8
291-316
Peter Lang
Budach, Gabriele
0ef7057b-886a-4821-bf3d-50b2ca84e1b1
Dreher, Ulrike
6c4450c1-d93e-4f20-b5fc-ec70b0efd4a0
Patrizia, Spanù
8751b335-fea3-4e3e-8ec6-ea942b7321e4
Budach, Gabriele
Erfurt, Jurgen
Kunkel, Melanie
Budach, Gabriele
0ef7057b-886a-4821-bf3d-50b2ca84e1b1
Dreher, Ulrike
6c4450c1-d93e-4f20-b5fc-ec70b0efd4a0
Patrizia, Spanù
8751b335-fea3-4e3e-8ec6-ea942b7321e4
Budach, Gabriele
Erfurt, Jurgen
Kunkel, Melanie

Budach, Gabriele, Dreher, Ulrike and Patrizia, Spanù (2008) Se non è chiaro prendete l'abaco: wege zu einem bilingualen curriculum im schnittpunkt von multimodalität und tandem-lehren. In, Budach, Gabriele, Erfurt, Jurgen and Kunkel, Melanie (eds.) Écoles Plurilingues - Multilingual Schools: Konzepte, Institutionen und Akteure. (Sprache, Mehrsprachigkeit und sozialer Wandel, 8) Frankfurt am Main, Germany. Peter Lang, pp. 291-316.

Record type: Book Section

Abstract

This chapter looks at bilingual math teaching in a German-Italian immersion programme in a primary school in Frankfurt/Main. The focus is on an original tool – the abacus – which is widely used in Italian schools, but is rather uncommon in parts of Germany. This text is embedded in a view of learning as socio-cultural and multimodal practice and it examines the abacus as a symbol of successful bilingual curriculum building that also helps to represent complex numbers. Highlighting this example, the text describes the process of integrating multilingual and pluricultural resources from different national curricular traditions. It also discusses the kinds of dialogic exchange and negotiation that unfold within the collaborative work of a team of bilingual teachers who are bound to the common endeavour of building a bilingual curriculum. On the one hand, the chapter looks at the practice of teachers and their role in bringing about curricular change and reforming teaching practice. On the other hand, the text discusses the effects that using the abacus has stimulated for children’s individual learning.

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More information

Published date: 2008
Keywords: multilingualism, migration, bilingual education, bilingual curriulum, multimodality

Identifiers

Local EPrints ID: 66555
URI: https://eprints.soton.ac.uk/id/eprint/66555
ISBN: 3631568762
PURE UUID: 916d61e2-55f2-4472-9ebe-1808f91bfe20

Catalogue record

Date deposited: 30 Jun 2009
Last modified: 19 Jul 2017 00:23

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